An examination of the relationship between social studies teacher candidates' integrative self-knowledge and perception of good citizenship

The primary objective of this study is to examine the relationship between social studies teacher candidates' levels of Integrative Self-Knowledge and their Perception of Good Citizenship. The research was conducted within the framework of a correlational survey model. The sample of the study consisted of a total of 218 social studies teacher candidates (from the 1st, 2nd, 3rd, and 4th grade levels) studying at two different state universities. The "Integrative Self-Knowledge Scale" and the "Perception of Good Citizenship Scale" were used as data collection tools. The data obtained were evaluated using descriptive statistics and correlation analysis. Within the scope of the research, factors such as gender, grade level, grade point average (GPA), mother and father's educational status, family monthly income level, place of residence before university, type of accommodation, and last time reading a book were considered as independent variables. The dependent variables were integrative self-knowledge level and good citizenship level. In light of the findings obtained at the end of the research, no significant relationship was found between social studies teacher candidates' integrative self-knowledge levels and their perceptions of good citizenship. This finding shows that individuals' self-knowledge levels do not have a decisive effect on their perceptions of citizenship. The results indicate that teacher candidates' self-knowledge and citizenship perception development can be shaped independently of each other. Keywords: Integrative Self-Knowledge, Perception of Good Citizenship, Social Studies Teacher Candidates.